Quarterly Progress Reports Quick Reference Guide Table of ...

Quarterly Progress Reports

Quick Reference Guide

Table of Contents

1. What are Quarterly Progress Reports? 2. How do I enter progress notes onto an IEP? 3. What should I enter for `Description' for Progress Reports 4. What if a student is on Home and Hospital Teaching (HHT)? 5. How do I Print & Send home progress notes to parents and guardians? 6. What dates should I remember for Progress Reports? 7. NEW ESY IEP Goal(s) Report (2017)

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Quarterly Progress Reports Quick Reference Guide

1. What are Quarterly Progress Reports?

IDEA states that each child's IEP must contain: (3) A description of-- (i) How the child's progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and (ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided. [?300.320(a)(3)]

2. How do I enter progress notes onto an IEP?

1. Log on to OIEP and choose a student. Click on the (3) Goals section of the IEP.

2. Next to each goal is a Track Progress button. Click on this.

3. When inputting progress, you are required to enter three pieces of information before clicking Save: a. Progress Code ? Note that any time you choose "Not making significant progress to meet goal", you must hold an IEP meeting to address insufficient progress. You can address this by: o adjusting the IEP goal: accuracy, rigor, support needed. o changing the IEP goal. ? "Achieved" should be marked on the final progress report before a student's annual. b. Description ? Describe the student's current performance and data in relation to this specific goal and objectives. c. Date of Progress Report ? Use the last day of the current term (i.e. if the 1st term ends on November 9. 2017, input this date as the Date of Progress Report).

You must choose one of

these descriptions!

Use the last day of the current

quarter.

Don't forget to

save!

Enter the student's current progress data into this section.

4. Progress must be entered each quarter for every goal that is listed on the active IEP. The progress marked should be data that was collected based upon the measurement of the goal throughout the marking quarter. The progress may not be anecdotal, but rather demonstrate collected measurable data progress.

3. What should I enter for `Description' for Progress Reports?

? Specific data pertaining to the goals and objectives should be collected throughout each quarter. o FCPS Assessment Data, Classroom-Based Assessment Data, Informal Observations

? Use language from the goals and objectives in the progress notes. Be sure to include a strength for each goal and/or a positive observation.

READING COMPREHNSION

Goal

By

Evaluation

ESY

Method

Goal

Given a purpose for reading, Devon will use before, during, and after reading strategies to improve comprehension and expand vocabulary.

03-05-13 with 80 % Accuracy

Classroom Based Assessment

Yes

Objective 1

Devon will identify the main idea of text and provide supporting details from a non-fiction text.

Objective 2

Devon will summarize a text and identify important ideas by using graphic organizers for a non-fiction text.

Objective 3

Devon will use context clues, word structure, and sentence structure to improve fluency.

Objective 4

Devon will draw conclusions and make inferences from a fictional text.

Objective 5

Devon will identify the author's message from a fictional text.

Objective 6

Devon will identify the story elements from a fictional text which will include: setting, plot, rising action, climax, falling action, and a resolution.

Term

Report Date

Progress Code

Description

Progress Report 1

11/9/2017

Making sufficient progress to meet goal

Devon worked hard during ESY. A variety of strategies to improve reading comprehension were attempted which include: live scribe pen, previewing the text, sticky notes, circling the information and marking up the text to relate to the questions, previewing the comprehension questions, vocabulary instruction before reading and during reading. An informal reading inventory was given to Devon during ESY. Informal observations of his reading behavior included: no tracking, fast reading, used expression, insertion and deletion of words. The following results were generated: 3rd Grade Narrative passage: 134 wcpm, 99% accuracy - Comprehension Questions: Independent: 3/4 explicit, 3/4 implicit (instructional range) Text look backs: 4/4 explicit, 4/4 implicit (independent range) - Recall of Facts: 8 recalled out of the problem, resolution and setting categories (no main idea or details recalled during re-tell) 3rd Grade Expository passage: 157 wcpm, 99% accuracy - Comprehension Questions: Independent: 2/4 explicit, 1/4 implicit (frustrational range) Text look backs: 4/4 explicit, 3.5/4 implicit (instructional range) - Recall of Facts: 11 recalled out of detail category (no main idea recalled during retell) Performance Summary: 3rd grade text Comprehension assessment: Independent 6/12, Text Look Backs 12/12 (including use of the glossary) 3rd grade text Comprehension assessment: Independent 4/5, Text Look Backs 5/5 1st Grade text comprehension assessment: Independent

2/3, Text Look Backs 3/3 1st Grade text comprehension assessment: Independent 3/3 (circled and numbered text evidence independently and previewed the questions) 1st Grade Text

Term

Report Date

Progress Code

Description

comprehension assessment: Independent 3/3 (circled and numbered text evidence independently and previewed the questions)

SPEECH/LANGUAGE

Goal

By

Evaluation

ESY

Method

Goal

When presented with no more than one verbal prompt, Jack will verbally state two attributes (e.g., function, associated item, size, category) of a pictured vocabulary item with 80% accuracy.

03-05-13 with as measured in 4 of 5 opportunities

Informal Procedures

Yes

Objective 1

Given pictures and objects, Jack will verbally state a related item for at least 20 different named items following a question such as "What goes with a...?"

Objective 2

Given pictures and objects, Jack will verbally complete a phrase or sentence to state a function of an item such as "you color with..."

Objective 3

Given pictures and objects, Jack will verbally answer a question to state a function of an item such as "What do you do with a cup?"

Term

Report Date

Progress Code

Description

Progress Report 1

11/9/2017

Making sufficient progress to meet goal

All objectives are currently practiced in therapy. Jack can select an associated item from a group of two or three pictures to determine "what goes with..." Jack has completed a few sentences and answered a few questions to determine function such as "A cow goes..., I eat..., I sleep on my. I drink my... These sentences are typically practiced without pictures and after vocabulary naming has been conducted so that Jack has had some exposure to the items mentioned (both visually and verbally). Jack has currently answered questions with 70% accuracy to determine the function of an item on 2 out of 5 opportunities. Practice will continue.

BEHAVIOR/SELF-MANAGEMENT

Goal

Given visual cues and no more than 3 verbal prompts, Taylor will comply with teacher directions and complete teacher-given tasks during 4 out of 5 academic sessions of the day.

By

Evaluation Method

12/04/2013

Data collection

ESY Goal

No

Objective 1 Given no more than 1 verbal prompt, Taylor will comply with teacher directions to begin a task. Objective 2 Given no more than 3 verbal prompts, Taylor will complete academic tasks.

Term

Report Date

Progress Report 2

11/9/2017

Progress Code

Making sufficient progress to meet

Description

Given visual cues and no more than 3 verbal prompts, Taylor was able to comply with teacher directions and complete teacher-given tasks during 4 out of 5 academic sessions of the day 89% of the time (goal). Given no more than 1 verbal prompt, Taylor was able to comply with teacher directions to begin a task 86% of the time (obj. 1). Given no more than 3 verbal prompts, Taylor was able to complete academic tasks 92% of the time (obj. 2). Data was collected across 63

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